Identification

Edit 0 15 …
Identification
 Y
 N
 Evidence – See page: Identification
Does the identification process allow for a variety of strengths and interests to be recognized?
 X
On page GT Identification then “Identification Guidelines”
Specifically pages 2, 10, 11, 12

On page Tier 1 Goals
Does the identification procedure ensure equal and equitable access to identification for all students (e.g., minority students, economically diverse students, culturally diverse students, students with limited English proficiency and children with disabilities) through the use of assessment tools that are unbiased toward the group completing the assessments?
 X
On page GT Identification then “Identification Guidelines”
Specifically pages 2, 4

On page HGT Identification then “HGT 11-12 Decisions”

On page Twice Exceptional

On page Advanced Kindergarten Information
Are the demographics of the gifted population reflective of the district’s overall demographics?
 X
On page GT Identification then “DPS GT Diversity”
Does the administrative unit collect referrals from a variety of sources?
 X
On page GT Identification then “Identification Guidelines”
Specifically pages 2-7,13

“Inventories/Checklists/Interviews” Specifically pages 3, 8, 11, 13, 15, 18, 23
Is a screening tool administered to every student at one or more grade levels?
 X
On page GT Identification then “Identification Guidelines”
Specifically pgs.4-7

On page HGT Identification then “Highly Gifted Testing”
Are multiple sources of quantitative and qualitative data in a body of evidence used to make identification decisions for all areas of giftedness?
 X
On page GT Identification then “Identification Guidelines”
Specifically p. 2
On page HGT Identification then
“HGT 11-12 Decisions”
To determine an area of giftedness do criteria require that the body of evidence demonstrates advanced level on a performance assessment or ninety-fifth percentile and above on a standardized achievement test in the area of exceptionality?
 X
 X
 On page GT Identification then “Identification Guidelines”
Specifically p. 2

On page HGT Identification then
“HGT 11-12 Decisions”


For highly gifted identification students must have at least one score above the 97th percentile


For gifted identification students must have at least one score above the 90th percentile
Are well-articulated review team procedures implemented?
 X
On page GT Identification then “Identification Guidelines”
Specifically pgs. 2, 4, 8, 9, 13

On page HGT Identification then
“HGT 11-12 Decisions”
Are the procedures for identification assessment clearly written and available to all schools?
 X
On page GT Identification then “Identification Guidelines”
Specifically pgs. 2-13

“Inventories/Checklists/ Interviews” Specifically pgs. 2, 7, 10, 13, 14, 17, 23

On page GT Identification then “Creativity Identification”
Specifically pgs. 2-4, 6-8

On page HGT Identification then
“Highly Gifted Testing”
Does the administrative unit have a consistent method by which parents are made aware of the assessment process for their student, gifted determination, and development and review of the advanced learning plan?
 X
On page GT Identification then
“All Letters to Parents” pgs. 2-13

On page HGT Identification then “Highly Gifted Testing”
If the administrative unit permits early entrance of age 4 gifted students into kindergarten, its program plan shall describe the elements of an early access process and how those elements, criteria and components will be implemented.
X
 NO EARLY ACCESS



Advanced Kindergarten Information
GT Identification
HGT Identification
Tier 1 Goals
Twice Exceptional
DPS GT Diversity.doc